Web Site: https://learningconnection.stanford.edu
Web Site: https://studenttechnology.stanford.edu/
Office: Main Office: 408 Panama Mall, Stanford, CA 94305
The Office of the Vice Provost for Teaching and Learning (VPTL) supports undergraduate, graduate, professional, and lifelong learning.
VPTL provides essential resources and learning support services to Stanford students through its student learning center at Lathrop Library including:
- peer tutoring in subjects
- support for language instruction in the Digital Language Lab
- academic skills coaching
- 24-hour student study space
- equipment check out and multimedia consulting through the Tech Desk
- virtual and mixed reality tools
- 3D printing in create:space.
In addition, VPTL provides residential computing and networking support through Resident Computer Consultants (RCCs), and computing and printing services in clusters located throughout campus. VPTL offers a range of student jobs and internships, and credit-bearing courses to enrolled Stanford students.
In addition to student services, VPTL offers integrated services and resources to support faculty and instructors in their efforts to advance pedagogy throughout Stanford’s seven schools. For example, VPTL supports Canvas, Stanford’s learning management system, as well as Stanford’s end-term course feedback system. It provides orientation and mentoring for student instructors and post-docs.
Director of Graduate Teaching & Peer Learning Programs: Tim Randazzo
Associate Director of Faculty and Lecturer Programs: Diane Lam
Assistant Director of Peer Learning and Tutoring Programs: Alex Ayers
VPTL 1. Introduction to Computing at Stanford. 1 Unit.
For those with limited experience with computers or who want to learn more about Stanford's computing environment. Topics include: computer maintenance and security, computing resources, Internet privacy, and copyright law. One-hour lecture/demonstration in dormitory clusters prepared and administered weekly by the Resident Computer Consultant (RCC). Final project. Not a programming course.
Same as: CS 1C
VPTL 53. Working Smarter. 2 Units.
Once you get into the school of your dreams, how will you be sure you can succeed there? The level of organization and study skills necessary for college success are often very different than in high school settings. This class will use research-based practices to help students gain insight into effective learning strategies and approaches to time management, while honing skills in reading, studying, writing, discussion, and oral presentation. This class is appropriate for students who wish to prepare for college, as well as for those already in college who wish to revisit and expand their set of strategies for successful learning.
VPTL 110. Stanford, I Screwed Up!: Becoming a Resilient Learner. 1 Unit.
Everyone fails at something. Learning from failure, finding meaning or purpose in it, and being able to share it with others, are the cornerstones to building resilience that will support lifelong learning. Using research and literature from the fields of learning sciences, psychology, and creative expression and performance, students will be asked to explore and reflect on their own academic setbacks, how they have come to understand the notions of success and failure, examine their approaches to learning including everything from skills and strategies to issues of self-relevance and motivation. nnnEach student will develop a "failure story" from personal experience that will eventuate to a 5-minute live performance of poetry, spoken-word, story-telling, or song, or other contribution, which will be presented at The Resilience Project's annual "Stanford, I Screwed Up!" the first Thursday of Spring quarter (April 4th).
VPTL 120. Peer Tutor Training. 1 Unit.
Goal is to help students become effective peer tutors for course material already mastered by articulating aims; developing practical tutoring skills including strategies for drop-in sessions; observing experienced tutors; discussing reading assignments; role playing; and reflecting on experiences as a peer tutor intern. Prerequisite: consent of instructor.
VPTL 196. Computer Consulting. 2 Units.
Focus is on Macintosh and Windows operating system maintenance and troubleshooting through hardware and software foundation and concepts. Topics include operating systems, networking, security, troubleshooting methodology with emphasis on Stanford's computing environment. Not a programming course. Prerequisite: 1C or equivalent.
Same as: CS 196
VPTL 280. Learning & Teaching of Science. 3 Units.
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Same as: EDUC 280, ENGR 295, MED 270, PHYSICS 295
VPTL 297. Teaching and Learning in Higher Education. 1-4 Unit.
(Same as LAW 303) This course is co-taught by Tom Ehrlich, GSE, and Mariatte Denman, Office of the Vice Provost for Teaching & Learning. It provides doctoral and masters students with an opportunity to focus on teaching and learning along with graduate students from many disciplines throughout the university. Students watch and interview master teachers at Stanford, prepare a syllabus module for a workshop or class they might teach, and learn a range of effective pedagogical methods. The course is open not only to masters students and doctoral students from all schools who expect to work in higher education, but also to students interested in K-12 education, and they may develop a teaching module for use in those schools.
Same as: EDUC 297
VPTL 312. Science and Engineering Course Design. 2-3 Units.
For students interested in an academic career and who anticipate designing science or engineering courses at the undergraduate or graduate level. Goal is to apply research on science and engineering learning to the design of effective course materials. Topics include syllabus design, course content and format decisions, assessment planning and grading, and strategies for teaching improvement.
Same as: ENGR 312